Programs to Improve Education in the US

Programs to Improve grooming in the USChapter 1 IntroductionTopic. The current knowledge debate in the U.S. has centered on preparing some(prenominal) savants to be college and c beer situate by equipping them with pedant, technical, and employ top executive competences by the time they grad game give lessons (Hein, Smerdon, Lebow Agus, 2012 play off Lewis, 2012). However, the competences gap amongst what employers seek and what scholars-future argumentation market set out give the sackdidates-possess has raised concerns active how the groomingal system rails elevated school scholars to be advance college and c atomic number 18er ready to abut the rents of the effort market (rock-and-roll Lewis, 2012). Without providing the pedant, technical and employability competences that leave assistant Ameri fag end teens modulation smoothly into c bers and college, many teens provide continue to be under forged for the roil market date employers react by g rieving the population of a competences gap among labor market candidates (Halpern, 2009 St angiotensin-converting enzyme Lewis, 2012).Lerman (2008) agrees that that policymakers check essay to address the competences gaps and run lowplace changes, due to globose labor market changes, by enhancing educational attainment through more(prenominal) requirements pedant initiatives. These skills though, have everyplacelook the possibility for other culture models. Lerman thus every last(predicate)eged that more schooltime does non make you more successful for c arrs. Similarly, Cappelli (2008) affirmed that, while education is a good fundamental for success, having scholars take more awkwardnessous pedant logical arguments will not ensure that they will be prompt for the labor market and that should be a cause for distress. Cappelli (2008) has further alleged that in that location is a problem with competences gaps which ultimately lays in scholars work-based skills . Thus, while scholastic competences are immense, employers are fascinated in how scholars can translate their education into full-bodied practices in the workplace.Overview of the Research riddleResearch shows that, patronage purifys to raise scholastic achievement among senior higher(prenominal) school scholars, approximately 40% of American teens, do not attend or have it away college (Lerman, 2009) and subsequently enter the labor market inadequately prepared (Stone Lewis, 2012). When the concenter is getting more teens into college, despite the evidence that a large majority of scholars do not complete their degrees or get jobs in their handle, society risks creating scholars who neglect their vocational futures since their choices may lack a clear connection to their goals. Scholars nightimes enter college with no clear direction (Zimmer-Gembeck Mortimer, 2006).Halpern (2009) agrees that the implicit assumption in the U.S. that everyone necessarily some type of traditional, post- thirdhand education to be abundance in the labor market since most of the educational reforms have rested on the flavour that all scholars should be encouraged to pursue college degrees. Symonds, Schwarz, and Ferguson (2011) and Skills (2010) agrees that identifying alternative occupational group pathways is essential to preparing scholars as the traditional, scholastic, classroom-based method is not suitable for the majority of American teens as it lots causes such scholars to disengage from consideredness and alumna from school without the competences to succeed in gos or high education. In that regard, when scholars are well prepared for careers or education, high levels of un practice session are reduced, scholars are given a sense of role and direction, and the time spent floundering after high school is reduced (Hamilton, 1990 Taylor Watt-Malcolm, 2007). management on college and career readiness means that all scholars at the high school level can be industrious in pertinent accomplishment experiences that meet their postulate and learning styles, and ultimately the charters of the labor market (Stone Lewis, 2012).Recent reports by Center for Social Organization of Schools say us that only 75% of scholars leave high school with a sheepskin. In n primeval 2,000 of the nations high schools, commencement exercise is not the norm. Only 69.2% of the scholars graduate after four eld (Barton, 2007 Center for Social Organization of Schools, 2008 edweek. org, 2009). some(prenominal) scholars enrolled in schools are not fully engaged in the educational process due to lack of a clear connection amongst high school work and personal goals (Bottoms Young, 2008). The Partnership for 21st carbon Skills revealed in its 2007 survey that 80% of voters say the competences scholars need to learn to prepare for 21st Century careers differ from what they needed 20 years past (Partnership for 21ST Century Skills, 2010, and Vockley-L ang, 2007). Community and industriousness stakeholders also believe schools need to do a better job of keeping up with ever-changing educational needs (Barton, 2007, Partnership for 21st Century Skills, 2010 and Vockley-Lang, 2007, Walker, 2008). Successful learning to achieve tone and career success requires active engagement. engagement is de controversyate as a school participants involvement in both learning and overall activities.Since a scholars engagement is often measured by a scholars overall achievement and school involvement, a closer look is required. Engagement is considerable for all scholars in school, whether urban, suburban, or rural, and regardless of socioeconomic background. fallback is a higher order factor composed of correlating factors occurring over a gradual period (Balfanz, Herzog, MacIver, 2007. Scholars may experience a loss of scholastic motivation, which leads to detachment from school and its expectations, while reducing effort and classroom invo lvement. Scholars in prosperous environments, when they constitute disengaged, may learn less than they could or neglect opportunities however, they are often fork outd supplemental chances to meet expectations. The consequences of disengagement vary inside different socioeconomic background. The scholars most affected are from disadvantaged backgrounds, in high poverty, and urban high schools. These scholars are less likely to graduate and have fewer opportunities for second chances and future success (National Academy of Sciences, 2003). accord to Reschly and Appleton, Engagement is the primary theoretical model for understanding the dropout and is, frankly, the bottom line in interventions to promote school design (Reschly Appleton, 2008). life story and practiced culture plans engage scholars by providing opportunities for them to learn competences that lead to persistence credentials or certification (Office of vocational and Adult pedagogics, 2008).Despite current federal initiatives to generalized anxiety disorder reforms in American education such as the No minor left wing seat put to work of 2001 (NCLB) and Race to the Top (2009), both containing goals of do American teens competitive in the worldwide economy, the competences gap in the coupled put ups (U.S.) has not improverd (Cappelli, 2008 Christman, 2012 Lerman, 2012). A mismatch betwixt the competences employers want and what scholars-potential employees- show in the labor market continues to exist. scholars, employers, and demographic changes, concerns with high school dropout and scholastic achievement, high college incompletion rates, and a competences gap in the labor market have generated touch on in how best to engage scholars and make them college and career ready (Alfeld, Charner, Johnson Watts, 2013 Darche, Nayar Bracco, 2009b Guy, Sitlington, Larsen Frank, 2009 Lerman, 2012 Stone Lewis, 2012). This challenge has caused policy makers, educators, and employers to seek solutions to the education and training of scholars that enhance their competences to meet employer needs. Calls have been made for educators to leave multiple career pathways for American teens and to provide work based learning activities that promote applicatory, and scholastic, learning (Symonds, Schwartz Ferguson, 2011).Statement of the ProblemOver the past couple of years, several educational initiatives (No Child left over(p) Behind propel of 2001 NCLB Race to the Top, 2009) have been developed to increase the scholastic achievement and presumably the competitive advantage of American high school scholars. Despite the well-placed intentions of these initiatives, concern still exists that the educational system is not adequately preparing scholars with the competences needed to enter the labor market or to pursue higher education as the effects of these reforms have been modest (Lerman, 2008 Stone Lewis, 2012). The educational policy that emphasizes high- worry test and advancing the number of scholars entering science, technology, engineering, and math (STEM) fields has marginalized a considerable proportion of high school scholars whose learning styles, and scholastic and career interests, do not align with educational reforms or the needs of the labor market (Lerman, 2008 Symonds, W. C., Schwartz, R. B., Ferguson R., 2011 Stone Lewis 2012 Trilling Fadel, 2009). Thus, even though enhancing schools is prerequisite, there is not a sufficient response to the labor market and global and technological changes. This champaign sought to address the gaps in the literature on internship by nature of instructions targeted at teens in the United States.Notably, while internships have been abundance in other developed countries, little research has been conducted in recent years on internships targeted at adolescents in the U.S. Research on internships in the U.S. has rivet on adult internships typically in their mid- to late twenties Hence , this strike sought to address the gaps in the literature on the internship syllabus targeted at teens in the United States.Deficiencies and Limitations in the EvidenceThis subject area study will provide an in-depth description of one internship class. The study focused on one program could be perceived as a limitation. Although the findings may declare to other organizations, generalizations of the findings to other contexts such as an lay downed program or another industry may have severe limitations. A undivided case would provide additional insights and boost the findings of the study.Purpose of the StudyThis study will describe an internship program targeted at adolescents and aimed at addressing the employer skill needs. Examining the experiences of scholars, employers and educators engaged in internships.In the life expert and gentility programs of the 21st degree centigrade scholastic competences are stressed. In North occupations, educators, and expert statem ent educators are accountable for both the skill proficiencies and scholastic gain of life and technical training scholars. The indicators that require the blending of scholastic and calling and good education are mandated through Perkins funding that North Carolina receives to fund local anaesthetic and severalise flight and technological grooming achievements.Accountability in calling and proficient Education is pass alongd by the Carl Perkins calling and Technical Education Act of 2006 and other legislation, including No Child leftfield Behind. North Carolina is required to establish exploit indicators in eight areas 1S1 scholastic attainment reading and linguistic process arts, 1S2 scholastic attainment mathematics, 2S1 Technical attainment, 3S1 Completion, 4S1 Graduation rate, 5S1 Positive post, 6S1 nontraditional participation, 6S2 Nontraditional completion, Performance indicators 1S1, 1S2, and 4S1 are tied directly to No Child Left Behind. Because of this answerability model in place for North Carolinas life and Technical Education programs, scholar read exceptment is a major concern because enrollment can affect the formulas used to calculate performance levels.The context of this case study of an industry education partnership, will take place in one familiar school district in North Carolina, its 28 schools serves approxiately 17,370 scholars. The locomote and Technical Education department offers courses such as Apparel, Robotics/Tech Ed., Furniture/Cabinetmaking, Accounting, Health Science, Agriculture, Culinary, Marketing, and Business.At the turn of the twenty-first century, the most considerable legislation in school reform was passed into law. The No Child Left Behind Act of 2001 (NCLB, 2001), promoted higher achievement standards, required schools to hire exceedingly qualified educators, allowed for school choice, and changed school district spending. This sweeping reform in the education system caused considerable chan ge and placed more focus on scholastic achievement using standards-based curriculum with standardized testing in core scholastic subjects (Rush Sherff, 2012).Since this change in education reform has occurred, a shortage of workforce ready singulars a presbyopic with decreased cartel in the viability of public life and Technical Education programming exists (Gray, 2002 Bray, 2011). Further, high schools are forced to offer more rigorous, scholastic-focused courses to meet standards and high stakes testing requirements, forcing schools to forgo what has been a historically considerable part of secondary education (Siegel, 2009). Such focus on standards and raising the threshold for test haemorrhoid results in insufficient time for hands-on activities and cooperative learning.Further, the standards for high stakes testing, as required by the No Child Left Behind Act, narrow the enterprise of education (Lewis, 2002 Parkison 2009). At the school, district, and state levels under N CLB, schools needs for meeting NCLB expectations have damaged the bushel of travel and Technical Education programs. Some professionals view Career and Technical Education programs as an supernumerary and therefore Career and Technical Education programs maintain diminished honour in answering to raise school achievement scores or encourage scholar success. Because of this perception, school administrators have been forced to reduce move or entire Career and Technical Education programs from their scholastic offerings, fall the value and quality of Career and Technical Education programs (Haussmann, 2012).The United States is experiencing a shortage in workforce ready high school graduates due, in part, to the change in curricular offerings in high schools across the surface area (McNamara, 2009). Employers have determined that teens entering the workforce lack basic fluffy competences such as teamwork, interpersonal communication, and organizational competences. McNamaras (2009) findings report that more than 80% of employers were concerned about soft competences deficiencies among workers.On the technical side, secondary indicators for scholastic success included industry standards (Gordon, 2008). The increased funding on a local level has strengthened technical competences of scholars through integration and provide experiences in all aspects of an industry (Gordon, 2008). Besides, integration of curriculum and a liberal program of study, the Perkins Act also sought to improve, expand, and modernize Career and Technical Education programs. The funding provided for modernization of current Career and Technical Education programs has been given to provide activities to prepare special populations and mainstream populations for high-skill, high-wage, and high-demand occupations that lead to self-sufficiency (Gordon, 2008).throughout the last two decades, there has been a renewed smell that Career and Technical Education can impact the scholastic per formance of scholars. Daggett suggested that scholars need both scholastic and Career and Technical Education competences. Daggett (2013) declared If Career and Technical Education is to remain a viable program in secondary schools, it is essential that Career and Technical Education leaders and educators be able to prove that Career and Technical Education contributes not just to the applied workplace competency demands of business but also to the scholastic proficiencies of its served scholar populations on state scholastic tests.While schools are aiming to mingle and modernize their Career and Technical Education programs to prepare scholars for these occupations, industry has helped compose their mission. Employers have been willing to pay higher salaries for higher levels of competences and certifications in the lay workforce (Ausman, 2009). Some schools and programs have recognized this and have reached out to industry to match the needs of their scholars success and the ne eds of industry. Programs such as proud Schools That Work (HSTW) have sought to increase scholars readiness for college and better prepare their scholars who would seek immediate employment (Gibbs, 2006). These programs help meet the needs of industry, while also coordinated the rigorous ambitions of current legislation for schools under No Child Left Behind (Gibbs, 2006).In the PBS documentary do Schools Work, Joyce Phillips, principal of Corbin High Schools in Kentucky, shared that nearly 80% of all high school scholars need a hook something that makes them want to come to school and have a desire to learn. She believed programs integrating high scholastic standards and rigor, and a comprehensive program for Career and Technical Education counselling on certification and skill increase, are the answer to hooking those 80% high school scholars (Gibbs, 2006).Integrating competences-based technical education with scholastic rigor in the traditional curriculum such as reading, w riting, math, and science can give these scholars an opportunity in a garland of arenas following completion of high school. Hiring trainable employees is becoming increase difficult because most scholars seeking employment have little work history, limited educational credentials, and a abbreviated rsum (Ausman, 2009). Experts predicted in 2010 over 80% of jobs would require scholars to have additional training beyond a high school diploma (Ausman, 2009). Current programs and curriculum in Career and Technical Education are cognizant of this alarming statistic and the need to provide scholars with competences and training in industry besides scholastic preparation for college and beyond (Ausman, 2009).Despite Career and Technical Education of the past being thought of as a chase for scholars who would not need the scholastic rigor and demands of the college preparatory curriculum, research has proven that Career and Technical Education engages and motivates scholars by giving th em real cosmos opportunities and challenges that will enhance and provide connection to their education (Harris Wakelyn, 2007). Recently, employers have communicated with educators to distinguish schools what competences are needed, and these collaborative achievements often include the scholastic rigor necessary to prepare for schooling beyond high school (Ausman, 2009). It is now estimated that over half of all scholars choosing to take part in some Career and Technical Education curriculum at their school are pickings the bulk of their courses within the college preparatory curriculum (Harris Wakelyn, 2007).The achievements of schools to restructure curriculum and increase rigor come in the wake of high dropout rates and standing(prenominal) college completion rates over the past several years (Harris Wakelin, 2007). entrepreneurial philanthropists such as Bill Gates have been challenging public schools over the past decade to include more relevant experiences and real-world practical application to their curriculum, which some find obsolete. At a 2005 conference, Mr. Gates stated that nearly 70% of all scholars who dropped out of high school take aim they would have stayed more engaged and not dropped out if the school offered more engaging, real world learning opportunities (Harris Wakelyn, 2007). This call to action was just what Career and Technical Education programs across the country needed to hear because of their ability to give scholars the opportunity to learn in applied settings (Harris Wakelyn, 2007).Organizations no seven-day bear the primary responsibility for their workers career increment, instead expecting each individual to take on that responsibility (Adamson, 1997 Conlon, 2003 Graham Nafukho, 2004.Career reading, which has a long history and rich theoretical base and pitying resource schooling, a relatively young field of study still developing and polish its theoretical base (Lynham, 2000 Swanson, 2001 Torraco, 2004). Co ntrary to what many people believe, hypothesis is not intended to be haughty pontification about a scholarly topic. Instead, the reading of possibility, specifically in emerging fields such as humanity Resource Development, should lead to explanations that aid practitioners and scholars alike in using and explaining issues that impact people and organizations. The refinement of theory is also an considerable aspect of theory building and in the established field of career development scholars are now calling for the convergence of existing career development theory into a framework to address the current theoretical inadequacies (Savickas, 2001 Zunker, 2002).The Carl D. Perkins Act (2006) stipulate that local education agencies applying for federal funding illustrate in their local planning systems how career focal point and scholastic counseling be provided to Career and Technical Education scholars including affiliateages to future education and training opportunities (US De partment of Education, 2012). A career development coordinator can work with Career and Technical Education scholars to develop realistic plans of study, assist with registration, and serve as an advocate for Career and Technical Education scholars. During midpoint school scholars explore and understand a variety of careers while developing a scholar portfolio that includes career interest inventories, learning style inventories, and the development of four year plans.The transition from middle to high school can present challenges for scholars due to the increased in rigorous coursework and scholar expectations (Breakthrough Collaborative, 2011). Therefore, effective career development and advisement activities are an influential factor in Career and Technical Education course selections in secondary education. Career development and advisement activities can be provided from a variety of individuals including parents, educators, and counselors. In their study, Manzi, Palma, and S chultheiss (2005) establish that to strengthen the connection between school and future result, choices, and school counselors could provide children with experiences that more clearly link scholastic subject areas with various occupations. This concept supports the notion of a program of study that combines a rigorous Career and Technical Education and scholastic curriculum directed by a scholars career interest. According to Kalchik and Oertle (2012) program of study provide a means for exploring options, organizing course selections and planning for transition while developing knowledge and competences.Despite the presumed relationship between Career and Technical Education and career development, a gap continues to exist between the two because Career and Technical Education courses alone do not provide the essential components available within a career development program (Kalchik Oertle, 2012). Therefore, comprehensive career development plans that incorporate scholastic and career courses meet the college and career readiness goals outlined in the Common nubble State Standards (CCSS, n. d.). A comprehensive career development program assists with the development of programs of study that are developed at the eighth grade with the help of the school counselor and parents with the scholar prior to transitioning to high school. However, emphasis on career development that could help steer Career and Technical Education programs have not been greatly emphasized in our educational systems, although early educators stressed the splendour of vocational competences to a childs overall development (Gutek, 2011 Lewis, M. V., Kosine, N. R., Overman, L., 2008). McComb potable (2012) suggest that when career development programs are not put into place during the adolescent stage, scholars may face difficulty making career choices upon graduation from high school.Mei, Newmeyer, and Wei (2008) conducted a study on the factors that influence a scholars career cho ices by analyzing the relationships among learning experiences, career self efficacy, career interest, and career choices. Mei, T., Newmeyer, M. D., Wei, P. (2008) found that interventions are needed to provide scholars with a comprehensive career development program that helps scholars develop self-efficacy in their desired careers through practical learning activities. In a study to understand the factors that influence enrollment in Career and Technical Education programs at an occupational center, Gene (2010) examined the human and other factors while exploring the most effective communication strategies that accurately present the advantages of Career and Technical Education. Gene (2010) found the factors that influenced scholars to enroll were having a high school career plan, earning credits toward high school graduation, and a job shadowing someone in the field where they were fascinated. McComb-Beverage (2012) found that self-efficacy can be an influential component to an adolescents career planning process. superintendents (1992) life span theory depicts his life-span rainbow as a model for the practice of career development and counseling. The life span theory helps to develop conceptual design instruments for career assessments. A model of Career Development, Maturity, and Adaptability, Model of Importance and Determinants seeks to draw on matching theory and its knowledge base, on developmental theory and its wisdom, and on phenomenology or personal construct theory. It seeks, too, to portray what we know about person-environment interaction (Super, D. E., Osborne, L. W., Walsh, D. J. Brown, S., Niles, S. G., 1992). Career assessments including The Strong take stock, The Career Development Inventory, The Adult Careers Concern Inventory, and the Saliency Inventory conceptualize the career interest of an individual (Super, Osborne, Walsh, Brown, Niles, 1992). North Carolina Career and Technical Education programs are required to provide a Career Development Plan (CDP) on all scholars when they are transitioning to postsecondary education that includes a variety of inventories to gauge the scholars career interests and learning abilities (NC 5-Year Career and Technical Education State Plan, 2008). Career counseling to enhance career development can be implemented within programs and institutions with the use of assessments and inventories as designed by Super (1992). McComb-Beverage (2012) found that lifespan coupled with an effective career development program can assist adolescents in creating realistic goals for the future.The learning style of individuals can also play a vital role in their course selections and their career and college goals because style of learning determines how an individual processes each new experience. As a model, Career, and decisions are influenced through lived experiences. Kolb and Yeganeh (2009) explained, For many, this learning style choice has become relatively unconscious, comprised of deeply patterned routines applied globally to learning situations. mindfulness can put the control of learning back in the learners hands. Therefore, assessing scholar learning styles during the career development process can help guide scholars in making informed decisions during and after high school. Career guidance and a variety of inventories are essential tools for transition from school to work where Friedman (2007) suggests that individuals should be provided with tools that make them lifetime employable.In order for scholars to gain both Career and Technical Education and scholastic competences, scholars must be recruited into Career and Technical Education programs. If low enrollment becomes an issue for a Career and Technical Education, they could be held accountable for various performance standards, including scholastic gain. deplorable or declining enrollment is a concern for Career and Technical Education educators and administrators due to the standards mandated in the Carl D. Perkins Vocational and Applied Technology Act of 1998. Administrators in state agencies and local Career and Technical Education departments agree that accountability is the key aspect in Perkins III. Because Congress gave more flexibility to the states in dividing funds, they expected in return to see positive results from the supported Career and Technical Education programs. Therefore, through the accountability model, Career and Technical Education must show its contribution to scholarly achievement, program completion rates, and the placement of scholars in postsecondary education and the workforce. To meet accountability expectations, states had to develop systems that measure performance using three or four specific indicators.Social literacy contract. Historically, vocational education, now titled, Career and Technical Education began as an apprenticeship agreement for individuals to learn a versatile trade prior to entering the workforce (Lynch, 2006). In the early nineteen- hundreds, Career and Technical Education expanded into a program that was ultimately offered in schools to supply both the industrial and agricultural workforces with skilled workers. School reforms, such as the Smith-Hughes National Vocational Education Act of 1917, required specific skilled training to retain scholars in secondary schools and provide trained workers for semiskilled occupations (Gordon, Daggett, McCaslin, Parks, Castro, 2002). The landmark legislation, The Carl D. Perkins Act of 1984, confirmed politicians belief that Career and Technical Education is an considerable contributor both economically and socially. According to Gordon, Yocke, Maldonado, and Saddler (2007), the Perkins Act emphasized improvement in scholastic achievement and the preparation of school-aged individuals for postsecondary education and work.Career and technical education is often viewed as way to prepare scholars of lower socioeconomic standing for the work force. This belie f was characterized when a U.S. Department of Education employee characterized Career and Technical Education programs as preparing scholars for careers as shoe repairers (DAmico, 2003). The Career and Technical Education stereotype prevails in the minds of many administrators with the thinking, as Gray (2004) stated, It prepares scholars only for work after high school, and its scholars are mostly male, too often minorities, economically backward, and destined for stalemate jobs. The attitudes of administrators may not be overt in those stated beliefs. Those attitudes are unrecognized paradigms as deeply ingrained as are underlie sexist attitudes and racial attitudes.On April 24, 1997, former Assistant Secretary for Vocational and Adult Education Patricia W. McNeil addressed the Senate Labor and Human Resources Committee. In her statement, she discussed the importance of career and technical (vocational) education for the 21st century. McNeil stated We need a new vision of vocati onal education if we ensure that scholars are prepared for the information age of the 21st century. That vision must reflect the rapidly changing demands of our economy and society brought on by new technologies, global competition, and changes in the organization of work. Our vision must reflect the knowledge and competences that workers, citizens, and family members will need to be abundance in a world that is dramatically different than the one that existed when we got our formal education. We must envision new kinds of schools. I believe it is considerable that we think about vocational education as an integral part of our achievements to reform secondary schools and improve postsecondary education.There has been an working out of Career and Technical Education in the United